Math Common Core State Standards
Content Area: Algebra
Grade: High School
Domain: Reasoning with Equations and Inequalities
Cluster: Solve systems of equations
Standard:
#6 Solve systems of linear equations exactly and approximately, focusing on pairs of linear equations in two variables. #7 Solve a simple system consisting of a linear equation and a quadratic equation in two variables algebraically and graphically.
What understandings are desired?
Students will understand that:(U)
• solutions to equations have an identity which is often developed by rewriting an expression in an equivalent form.
• the same solution techniques used to solve equations can be used to rearrange formulas.
• graphing two formula functions can allow for finding approximate solutions to the equation.
What essential questions will be considered?
Essential Questions:(Q)
• How can I solve for two variables and two equations using simple math tools?
• How can I rewrite this equation so I can graph it easier?
• Why can graphing equations help you solve the equations themselves?
What key knowledge and skills will students acquire as a result of this unit?
Students will know:(K)
Students will be able to:(S)
• Vocabulary: Inequalities, variable, slope, equation, integer, real, rational, irrational, and whole numbers.
• Terminology: Slope, properties and Identity.
• Formulas: Area, slope-intercept, distributive, associative, and commutative.
• demonstrate that the same solution techniques used to solve equations can be used to rearrange formulas.
• document that graphing two formula functions can allow for finding approximate solutions to the equation.
• use the same solution techniques used to solve equation to rearrange formulas.
• infer that graphing two formula functions can allow for finding approximate solutions to the equation.
• consider that solutions to equations have an identity which is often developed by rewriting an expression in an equivalent form.
• recognize that solutions to equations have an identity which is often developed by rewriting an expression in an equivalent form.
Stage 1 - Identify Desired Results
Content Area: Algebra
Grade: High School
Domain: Reasoning with Equations and Inequalities
Cluster: Solve systems of equations
Standard:
#6 Solve systems of linear equations exactly and approximately, focusing on pairs of linear equations in two variables.
#7 Solve a simple system consisting of a linear equation and a quadratic equation in two variables algebraically and graphically.
What understandings are desired?
• the same solution techniques used to solve equations can be used to rearrange formulas.
• graphing two formula functions can allow for finding approximate solutions to the equation.
What essential questions will be considered?
• How can I rewrite this equation so I can graph it easier?
• Why can graphing equations help you solve the equations themselves?
What key knowledge and skills will students acquire as a result of this unit?
• Terminology: Slope, properties and Identity.
• Formulas: Area, slope-intercept, distributive, associative, and commutative.
• document that graphing two formula functions can allow for finding approximate solutions to the equation.
• use the same solution techniques used to solve equation to rearrange formulas.
• infer that graphing two formula functions can allow for finding approximate solutions to the equation.
• consider that solutions to equations have an identity which is often developed by rewriting an expression in an equivalent form.
• recognize that solutions to equations have an identity which is often developed by rewriting an expression in an equivalent form.
2004 ASCD and Grant Wiggins and Jay McTighe.